Course Sequence and Options for
TUSD Middle Schools
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 Shifts in the Common Core
 Recommendations for TUSD
 Why take this path?
 Addressing acceleration
 Moving forward with next steps
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The implementation of the Common Core
State Standards in Math (CCSSM) requires
rethinking not only course content, but also
course sequencing.
The CCSSM are greatly accelerated, more
rigorous, and contain more content than the
1997 Content Standards.
Focus
• Places strong emphasis on the new
grade-level and course-level
standards (Shift in content)
Coherence
• Think across grades and link major
topics in each grade
Rigor
• Higher order thinking and
application to real-world situations
and problems
Focus
Coherence
Rigor
• Algebraic concepts, geometric concepts,
ratio, proportion, rates, percent, and statistics
and probability within a spiral curriculum
• Extending operations with fractions to
rational numbers
•Foundational concepts of Algebra
•Expectations of fluency with expressions and
linear equations
Focus
• Mathematics that students need for
success in college and careers
Coherence
• Extending from algebraic concepts
to calculus, trigonometry, and
advanced probability and statistics
Rigor
• Expectation that students are
college and career ready and able
to utilize mathematics in their lives
Progression of Mathematics Courses
K-5
6–8
Higher Math
(9 – 12)
Advanced
Math
• Kindergarten
• Grade 6
• Algebra I
AP Probability & Statistics
• Grade 1
• Grade 7
• Geometry
Calculus
• Grade 2
• Grade 8
• Algebra II
TUSD Additional Offerings:
• Grade 3
Intermediate Algebra II
Pre-Calculus
• Grade 4
AP Calculus AB
• Grade 5
AP Calculus BC
Applied Calculus
IB Math SL
1997 Framework
2013 CCSS Framework
• On Grade Level:
• Grade 6 - Math
• Grade 7 - Pre-Algebra
• Grade 8 - Algebra I
• On Grade Level:
• Grade 6 Math
• Grade 7 Math
• Grade 8 Math
• Not On Grade Level:
• Grade 8 - General Math
• Algebra I moved to high
(for students not enrolled in
Algebra I, penalty on API for
General Math test)
school
• Grade 8 students in
Algebra I take the Grade 8
Math SBAC test
Two Course Pathways for Students
Traditional Course
Pathway
• Grade 6 Math
• Grade 7 Math
• Grade 8 Math
Accelerated Course
Pathway
• Grade 6
• Grade 6 Math
• First 1/2 of Grade 7 Math
• Grade 7
• Second 1/2 of Grade 7 Math
• Grade 8 Math
Packs Algebraic skills over 3 years
to build strong conceptual skills.
• Grade 8 - Algebra I
Why take this path?
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Teacher representatives from all schools, grade levels,
and math courses participated
Examined the CCSS standards and compared them to
the 1997 standards
Found great differences in the CCSS, particularly in
middle school grades
Differences were noted in an expanded curriculum,
greater depth and complexity, significant content
shifts, emphasis on literacy, and first instances of
spiral curriculum for high school Geometry (6th grade)
1997 Algebra I – 2.0
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Students understand and use such operations as
taking the opposite, finding the reciprocal, taking a
root, and raising to a fractional power. They
understand and use the rules of exponents.
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CCSS Algebra I - N-RN.1
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Explain how the definition of the meaning of rational
exponents follows from extending the properties of
integer exponents to those values, allowing for a notation
for radicals in terms of rational exponents. For example,
we define 51/3 to be the cube root of 5 because we want
(51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
New CCSS Standard
Corresponding 1997 Standard
• Algebra I – IF-F.4 For a
function that models a
relationship between two
quantities, interpret key
features of graphs and tables in
terms of the quantities, and
sketch graphs showing key
features given a verbal
description of the relationship.
Key features include: intercepts;
intervals where the function is
increasing, decreasing, positive, or
negative; relative maximums and
minimums; symmetries; end
behavior; and periodicity.
• Trigonometry - 2.0 Students
know the definition of sine and
cosine as y-and x-coordinates of
points on the unit circle and are
familiar with the graphs of the
sine and cosine functions.
• Calculus - 9.0 Students use
differentiation to sketch, by
hand, graphs of functions. They
can identify maxima, minima,
inflection points, and intervals
in which the function is
increasing and decreasing.
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The Grade 8 CCSS Math contain a large
number of accelerated 1997 Content Standards:
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Algebra I (26)
Geometry (11)
Statistics, Data Analysis, and Probability (5)
moved from Grade 7 Math
Plus 6 Completely New Math Standards
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The CCSS for Algebra I contain a large number of
accelerated 1997 Content Standards:
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Algebra II (15)
AP Probability and Statistics (6)
Probability and Statistics (5)
Pre-Calculus (1)
Calculus (2)
Trigonometry (3)
Algebra I (60)
Plus 19 Completely New Algebra I Standards
Addressing acceleration
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Increase the number of students taking four
years of high school mathematics.
Maintain or increase the number of students
taking Advanced Placement and other
advanced high school mathematics courses.
Any acceleration should take into
consideration a commitment of four years
of high school mathematics.
• Successful transitions beyond high school, without the need for
remediation, are in part dependent on students’ consistent math
enrollment throughout high school. (WestEd, 2013)
• Irrespective of students’ math performance, taking four years of
high-school math strengthens their postsecondary and employment
opportunities in STEM-related fields. (WestEd, 2013)
57%
of TUSD’s 2013-14 students in Grade 12 are currently enrolled in
their 4th year of high school math.
42%
of TUSD’s 2013-14 students in Grade 12 are currently enrolled in
an advanced math course in their 4th year of high school math.
(AP Calculus AB/BC, IB Math SL, Applied Calculus, AP Statistics, Pre-Calculus)
Two Pathways – Four Years of High School Math
5th Grade
Year
6th Grade
Year
7th Grade
Year
8th Grade
Year
Freshmen
Year
Sophomore
Year
Junior
Year
Senior
Year
IB Math
SL
Accelerated Path
Math 6A*
Math 7A*
Honors Option Courses
Algebra 1*
Geometry
Algebra 2
Pre-Calc
AP Calc
AB
AP Calc
BC
Applied
Calculus
Math 5*
AP
Statistics
Math 6
Math 7
Math 8
Algebra 1
Traditional Path
*
Signifies a course with an end of year mastery exam.
Geometry
Algebra 2
Finite
Math
Pre-Calc
1
2
3
• Advancing students through the sequence requires
compacted courses without omitting content.
• Skipping standards is not recommended, as
students will miss foundational skills.
• The creation of compacted courses must include all
standards (i.e. covering and mastering content for
more than one grade level in one school year).
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42-minute class periods in middle school
equate to one lost class period per week as
compared to high school length periods.
More content needs to be covered in these 42
minutes.
Acceleration may require a two-period math
structure to accommodate the sheer amount of
content involved with compacting 1.5 years of
content into one school year.
Although accelerated Grade 8 students may take Algebra I, at this time Grade 8
students will take the Grade 8 Mathematics Smarter Balanced Assessment.
Decisions to accelerate students,
especially in middle school,
should be carefully considered.
• Solid evidence of mastery of prerequisite standards
should be required; diagnostic testing can help identify
strengths and challenges in particular areas of math
content (WestEd, 2013).
Two Course Pathways for Students
Traditional Course
Pathway
• Grade 6 Math
• Grade 7 Math
• Grade 8 Math
Accelerated Course
Pathway
• Grade 6
• Grade 6 Math
• First 1/2 of Grade 7 Math
• Grade 7
• Second 1/2 of Grade 7 Math
• Grade 8 Math
Packs Algebraic skills over 3 years
to build strong conceptual skills.
• Grade 8 - Algebra I
1
• Obtain Board direction.
2
• Create bridge course support for 2013-14 to close
the gaps.
3
• Create curriculum for grades 6/7 and 7/8 combined classes to
support acceleration for the 2014-15 school year.
4
• Develop assessments (placement, interim, and endof-course).
5
• Rename courses and update Course Catalog for
2014-15.
6
• Communicate and elicit feedback from our
community.