Math
Curriculum Council
September 5, 2013
Cognitive Change Content Change
rigor
topics
verbs
nouns
How?
What?
CHANGES TO
STUDENT EXPECTATIONS
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
3.6D decompose composite figures formed by
rectangles into non-overlapping rectangles to
determine the area of the original figure using
the additive property of area
CHANGES TO
STUDENT EXPECTATIONS
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
8.4 The student applies mathematical process standards to explain proportional
and non-proportional relationships involving slope. The student is expected to:
New Standard
Current Standard
Cognitive Change
Content Change
A.6A develop the
concept of slope as
rate of change and
determine slopes from
graphs, tables, and
algebraic
representations
changed “develop
the concept of
slope” to “develop
an understanding of
slope”
moved slope from
Algebra I to grade 8
added the use of
similar right
triangles
added reference to
the formula for the
slope between two
points
deleted finding
slope from algebraic
representations
(Implementation Year
2014-2015)
8.4A use similar right
triangles to develop an
understanding that
slope, m, given as the
rate comparing the
change in y-values to the
change in x-values,
(y2 – y1) / (x2 – x1), is the
same for any two points
(x1, y1) and (x2, y2) on the
same line
Lead4ward, Side-By-Side book
8.4 The student applies mathematical process standards to explain proportional
and non-proportional relationships involving slope. The student is expected to:
New Standard
Current Standard
Cognitive Change
Content Change
A.6A develop the
concept of slope as
rate of change and
determine slopes from
graphs, tables, and
algebraic
representations
changed “develop
the concept of
slope” to “develop
an understanding of
slope”
moved slope from
Algebra I to grade 8
added the use of
similar right
triangles
added reference to
the formula for the
slope between two
points
deleted finding
slope from algebraic
representations
(Implementation Year
2014-2015)
8.4A use similar right
triangles to develop an
understanding that
slope, m, given as the
rate comparing the
change in y-values to the
change in x-values,
(y2 – y1) / (x2 – x1), is the
same for any two points
(x1, y1) and (x2, y2) on the
same line
Lead4ward, Side-By-Side book
2012-2013
Current
Standards
2013-2014
Current
Standards
8th Grader
Algebra I
No Slope
Slope
2013-2014
Current
Standards
2014-2015
Current
Standards
8th Grader
Algebra I
No Slope
Slope
2014-2015
New
Standards
2015-2016
New
Standards
8th Grader
Algebra I
Slope
No Slope
4.7 The student applies mathematical process standards to solve problems
involving angels less than or equal to 180 degrees. The student is expected to:
New Standard
Current Standard
Cognitive Change
Content Change
• added
“illustrating/
drawing” of
measurement
angles
• moved the
measuring of
angles from
grade 6 to
grade 4
• added detailed
understanding
of the
measurement
of angles
• limited angles
measurements
to whole
numbers
• identified the
required use of
a
measurement
tool (protractor)
(Implementation Year
2014-2015)
4.7A illustrate the measure of
an angle as the part
of a circle whose center is at
the vertex of the angle
that is “cut out” by the rays of
the angle; angle
measures are limited to whole
numbers
4.7B illustrate degrees as the
units used to measure
an angle, where 1/360 of any
circle is 1 degree and
an angle that “cuts” n/360 out
of any circle whose
center is at the angle’s vertex
has a measure of n
degrees; angle measures are
limited to whole
numbers
4.7C determine the
approximate measures of
angles in degrees to the
nearest whole number
using a protractor
4.7D draw an angle with a
given measure
6.8C measure
angles
Lead4ward, Side-by-Side book
2012-2013
Current
Standards
4th Grade
No Measuring
of Angles
2013-2014
Current
Standards
5th Grade
No Measuring
of Angles
2014-2015
New Standards
6th Grade
No Measuring
of Angles
2012 / 2013
2013 / 2014
2014 / 2015
6
6th
Grade
6.8c measure angles
5
4th
4.7a,
4.7b, 4.7c,
4.7d
4.8a
identify
and describe
right, acute, and obtuse angles
Grade
4
CHANGES TO
STUDENT EXPECTATIONS
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
TEKS Strands (Grades 6-8)
Current (until 2014)
•Number, Operation &
Quantitative Reasoning
•Patterns, Relationships, and
Algebraic Reasoning
•Geometry & Spatial
Reasoning
•Measurement
•Probability & Statistics
•Underlying Processes and
Tools
Lead4ward, Side-By-Side book
New (begins 2014-15)
•Mathematical Process
Standards
•Number & Operations
•Proportionality
•Expressions, Equations,
and Relationships
•Measurement & Data
•[Two-Dimensional
Shapes]
•Personal Financial Literacy
CHANGES TO
STUDENT EXPECTATIONS
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
Current Standard
5.13a use tables of
related number pairs to
make line graphs
Current Standard
8.7c use pictures or
models to demonstrate
the Pythagorean
Theorem
New Standard
5.9b represent discreet
paired data on a scatter
plot
New Standard
8.6c use models and
diagrams to explain the
Pythagorean Theorem
2014-15 Implications
B.I.G. Overview
Teaching the New Math Standards
To Register: Visit E-CAMPUS
https://ecampus.esc13.net
Teaching the New Math Standards
CHOOSE THE APPROPRIATE GRADE BAND
•
K-1
Sept. 30, 2013
Workshop ID FA1325963
•
2-3
Oct. 24, 2013
Workshop ID FA1325961
•
4-5
Dec. 4, 2013
Workshop ID FA1326981
•
6-7
Nov. 6, 2013
Workshop ID FA1326978
•
8 - Alg. I
Dec. 5, 2013
Workshop ID FA1326982
To Register: Visit E-CAMPUS
https://ecampus.esc13.net
K.2E
generate a set using concrete and pictorial models
that represents a number that is more than, less than,
and equal to a given number up to 20.
Students should be able to make sets using concrete
objects or pictures that represent a number that is more
than, less than, and equal to a given number up to 20.
The following examples show teacher and student actions
to help build the skills of creating sets that are equal, more
than or less than.
TEKS
Resource
System
http://www5.esc13.net/thescoop/math/
• Mary Headley – Elementary Mathematics
– mary.headley@esc13.txed.net
– 512-919-5231
• Susan Hemphill – Secondary Mathematics
– susan.hemphill@esc13.txed.net
– 512-919-5360
• Freddy Noriega – Secondary Mathematics
– fredric.noriega@esc13.txed.net
– 512-919-5350