K-2_2013_TEKS_sessions_online

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CONFERENCE FOR THE
ADVANCEMENT OF MATHEMATICS
ARE YOU READY FOR
THE REVISED K-2
MATHEMATICS TEKS?
Math standards
Our goals:
Highlight the major
shifts in K-2 TEKS
 Focus
 Coherence
 Rigor

The three SHIFTS IN THE TEKS

FOCUS

COHERENCE

RIGOR
Shift in Focus
DECREASE….INCREASE

The number of
Knowledge and
Skills has
decreased.
Grade
K
1
2
3
4
5
past
16
13
14
16
16
16
current
9
9
11
9
10
10
Shifts in Focus

The primary focal areas in Grade 3 are place value, operations of whole
numbers, and understanding fractional units. These focal areas are
supported throughout the mathematical strands of number and operations,
algebraic reasoning, geometry and measurement, and data analysis. In
Grades 3-5, the number set is limited to positive rational numbers. In
number and operations, students will focus on applying place value,
comparing and ordering whole numbers, connecting multiplication and
division, and understanding and representing fractions as numbers and
equivalent fractions. In algebraic reasoning, students will use multiple
representations of problem situations, determine missing values in number
sentences, and represent real-world relationships using number pairs in a
table and verbal descriptions. In geometry and measurement, students will
identify and classify two-dimensional figures according to common
attributes, decompose composite figures formed by rectangles to determine
area, determine the perimeter of polygons, solve problems involving time,
and measure liquid volume (capacity) or weight. In data analysis, students
will represent and interpret data.
The student expectation …
A strong focus on
number

Turn and talk…

Why is number critical?

What is composing and decomposing number?
Time to shift your thinking

The purpose of the new standards is to
move away from surface understanding
and ensure deeper understanding of
mathematical concepts.
Fewer categories, but with
deeper resolution.

Kinder
First
Second
Not there
There now…..
Positioning language,
before, after, etc
Counting forward &
Backward to 20
Patterns with sound
and concrete objects
Patterns in number,
count by 10s…..
Odd and even
Counting forward &
Backward to 120
Parts of a set
Parts of a whole with
two and four fair
shares
Place value up to 999
Specifies place value
to 1200
Fractions up to twelfths Partitioning of a
whole, halves, fourths
and eighths….
A completely new addition…
Personal Financial
Literacy

Shift in Coherence
New Standards…
No more of the mile wide and an inch
deep.
We are moving towards coherence and
rigor.

Where is the coherence?
K-2 In place value…
 3-5 Number and Operation : 4a, 4d, 3e

Let’s take a look




FIRST GRADE 2B:
COMPOSE AND DECOMPOSE NUMBERS TO 120 IN
MORE THAN ONE WAY AS SO MANY HUNDREDS, SO
MANY TENS, AND SO MANY ONES
THIRD GRADE 2A
COMPOSE AND DECOMPOSE NUMBERS UP TO
100,000 AS A SUM OF SO MANY TEN THOUSANDS,
SO MANY THOUSANDS, SO MANY HUNDREDS, SO
MANY TENS
Coherence
Place Value
k
Compose and decompose numbers using
concrete and pictorial models to 10
1
Compose and decompose numbers using
concrete and pictorial models to 120
2
Compose and decompose numbers using
concrete and pictorial models to 1,200
3
Compose and decompose numbers using
concrete and pictorial models to 100,000
4
Represent the value of a digit in whole
number to 1,000,000,000 and decimals to
hundredths using expanded notation and
numerals
5
Represent the value of decimals to thousandths
using expanded notation and numerals
Shift in Rigor
WHERE IS THE RIGOR?

What do the students need to know
to complete each sheet?
What do the students need to know to
complete each sheet?
Place Naming vs. Place Value




Flexibility with number.
Deep conceptual understanding of numbers and not
just a process and/or algorithm.
Different ways to think of numbers.
Promotes mathematical thinking.
Questions to ask yourself when
studying a standard:





What do the standards in the grades before and
after you require?
How do the standards in this grade in the other
categories relate/interact?
What depth and complexity does this standard
require (skill, analysis)?
What tools are available to help me study the
standard?
How do the process standards work with the
content?
What now?
 Professional
Development Available at you
local ESC
 Where can you find the revised TEKS
posted?
http://www.tea.state.tx.us/index2.aspx?id
=2147499971
 Other resources will be posted online:
www.projectsharetexas.org
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